4 


A(SM€(15LT@EAL 
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LEADER  SHIR 


All  courses  of  study  at  the  Oregon  Agricultural  College 
are  open  to  anyone  who  is  qualified  to  pursue  them  to 
advantage.  Regular  college  courses,  now  offered  in  units 
of  twelve  weeks  each,  may  be  pursued  by  any  student  who 
is  prepared  to  do  the  work,  whether  he  is  studying  for  a 
degree  or  training  for  a  vocation.  The  experience  of  the 
War  showed  clearly  the  benefit  derived  by  mature  workmen 
from  the  short,  intensive  courses.  The  three-term  system 
makes  it  possible  to  adapt  many  of  the  regular  college  courses 
to  the  needs  of  farmers,  mechanics,  home-makers  and  all  who 
need  scientific  training  in  their  life  work.  Soldiers  who 
desire  to  continue  their  education  will  find  this  plan  admirably 
adapted  to  their  needs. 

While  the  plan  enables  any  mature,  purposeful  individual 
to  undertake  work  at  the  College  and  to  pursue  it  as  far  as 
he  is  qualified  to  do  so,  it  does  not  permit  the  acceptance  of 
regular  high  school  students  before  they  graduate,  except 
for  purely  vocational  courses,  and  it  does  not  in  any  way 
impair  or  diminish  the  requirements  for  graduation  in  any 
of  the  degree  courses.  It  means  simply  this:  if  there  is  any 
training  at  the  College  that  any  citizen  can  use  to  his 
advantage,  that  training  is  open  to  him. 


S^^J^^< 


LEADERSHIP 

'''The  real  need  of  the  -icorld  today  is  not  for  men  and  zc'omen  in  Clumbers  merely; 
the  supreme  need  is  for  trained  leadership — leadership  zvhich  demands  college  education, 
economic  and  business  efficiency,  qualities  of  real,  self-sacrifici^ig  manhood  and  woman- 
hood, leadership  imperative  in  leading  the  nations  of  the  world  from  darkness,  the 
appalling  wastages  of  this  zvorld  war,  i^ito  the  light  of  the  newer  and  more  enduring 
civilization  required  in  the  democratization,  iii  the  enlightenment,  in  the  amelioration 
of  mankind.'" — President  W .  J .  Kerr. 


The  position 
seeks  the 
graduate 


The  season  Is  now  at  hand  when  the  newspaper  paragrapher  was  formerly 
wont  to  lampoon  the  college  graduate  as  an  impractical  dreamer,  out  of  tune 
with  all  the  essential  work  of  the  world.  His  co-partner,  the  cartoonist,  also 
took  delight  in  picturing  the  affronts  that  hard-headed  business 
men  heaped  upon  the  graduate  as  he  crept  disconsolately  from 
office  to  office  seeking  a  forlorn  chance  to  earn  his  living.  But 
this  type  ot  caricature  is  now  out  of  date.  The  college  graduate 
is  not  looking  for  positions;  the  positions  are  looking  for  him. 
Long  before  his  sheepskin  is  handed  to  him  he  is  "signed  up"  for  work  at  a  good 
salary.  Indeed  he  is  fortunate  if  he  is  able  to  stay  for  graduation,  so  insistent  is 
the  call  for  his  services.  The  reason  for  this  is  not  primarily  that  times  have 
changed.  Education  has  changed.  Boys  and  girls  are  not  simply  educated  today; 
they  are  educated  for  something.  When  they  graduate  they  are  ready  to.undertake 
a  definite  task  and  know  how^  to  attack  it.  Even  before  graduation  the  majority 
of  them  have  had  practical  experience — "field  work" — in  the  occupation  they 
have  chosen  for  their  life  career. 


The  president  and  the  deans  of  the  Oregon  Agricultural  College  have  been 
literally  besieged  for  the  past  few^  years  by  requests  to  supply  to  the  industries 
and  professions  represented  by  training  at  this  institution,  young  men  andw^omen, 

from  graduates  to  freshmen,  who  have  technical  training.  In  many 
The  war  exposed  instances  graduates  have  had  a  choice  of  a  score  of  positions. 
real  worth  Undergraduates    have    in    hundreds    of    instances    been    offered 

positions  at  incomes  which  formerly  were  regarded  as  attainable 
only  by  men  in  the  so-called  higher  professions.  The  problem  has  become  a 
question  not  of  finding  suitable  positions  for  college  students  but  of  keeping  them 
at  their  studies,  in  the  face  of  substantial  and  most  alluring  calls,  long  enough  to 
give  them  the  fullest  training  for  higher  technical  service.  The  cause  of  all  this 
is  the  tremendous  shaking  up  of  the  war,  which  jostled  many  traditions  off  their 
pedestals,  and  threw  into  bold  relief  the  real  pillars  of  national  power. 


SCIENCE   THE   KEY  TO   LEADERSHIP 


The  World  War  showed  the  dominance  of  industry,  and  the  dependence  of 
industry  on  science.  The  glare  of  bursting  shells  revealed  the  expert  behind  the 
crashing  campaign.  The  awful  power  of  chemistry  and  physics  applied  to  the 
creation  of  engines  of  destruction  disclosed  the  possibilities  of 
science  in  the  functions  of  peace.  The  college  professor,  the 
research  expert,  was  everywhere  in  demand.  The  laboratory 
worker  was  diligently  sought  out  and  his  services  commandeered 
by  the  military  or  civil  authorities.  The  great  manufacturing 
industries  that  furnished  the  sinews  of  war  made  capital  bids 
for  the  graduates  of  technical  colleges.  One  concern  employed  1200  graduate 
chemists,  about  ten  percent  of  the  total  number  in  the  United  States.  New 
industries,  indispensable  to  the  country,  depended  absolutely  on  the  research 
laboratory.  The  doors  of  opportunity  leading  to  the  application  of  science  to 
the  industries  and  to  public  welfare,  that  men  of  constructive  leadership  had 
been  pleading  in  vain  to  have  opened  for  the  good  of  the   people,  were   suddenly 


The  technical 
college  given 
unprecedented 
leadership 


#1.-'  V.>v:  &.«.%Xw-v^, 


THE  MADISON  STREET  ENTRANCE  TO  THE  CAMPUS 


■ssss^a^^i^R^^s 


burst  asunder  b\'  successive  blows  of  the  World  War.  Technical  education  has 
been  given  a  new  and  tremendous  impetus.  The  university  and  the  technical 
college  have  been  assigned  an  unprecedented  leadership. 

Expert  service  is  rapidly  displacing  the  haphazard,  rule-of-thumb  methods  that 
so   long    discredited    American    industrial    life.     The    specialist    is    now   generally 
consulted.     The  research  laboratory  is  an  adjunct  of  every  progressive  industry. 
The    experiment    station    expert    and    the    college    professor    are 
Wonder  authorities   whose   advice   intelligent   people   are   glad   to   follow, 

workers  of  since    that    advice    is  based  on  scientific  investigations.     Out  of 

*°^^y  the   college  laboratories,  indeed,  have  sprung  many  of  the  greatest 

blessings  of  our  age.  In  the  judgment  of  thousands  of  readers 
of  a  great  journal  devoted  to  mechanics,  which  recently  polled  a  vote  of  these 
readers,  the  following  were  considered  to  be  the  seven  wonders  of  the  modern 
world:  (i)  wireless  telegraphy,  (2)  the  telephone,  (3)  the  airplane,  (4)  radium, 
(5)  antiseptics,  (6)  antitoxins,  (7)  spectrum  analysis  and  the  X-ray.  Each  of 
these  seven  wonders  of  the  modern  world,  declares  Mr.  W.  R.  Whitney,  director 
of  the  laboratory  of  the  General  Electric  Company,  was  the  discovery  of  a  college 
professor.     Every  one  of  the  greatest  agents  for  the  enlargement  and  enrichment 


THE  NEW  LIBRARY  FROM  HOME  ECONOMICS  WALK 


of  modern  life  was  thus  the  product  of  the  trained  brain  and  skilled  hand  of  a 
college  man  working  in  his  laboratory.  Is  not  this  a  healthful  atmosphere  in 
which  to  train  the  youths  who  will  lead  democracy? 

Faculty  leadership  at  the  College  is  not  limited  to  the  classroom,  laboratory' 
or  technical  field  plots.  The  intimate  and  earnest  contact  that  the  instructor  has 
with  his  students  in  working  at  technical  problems  is,  of  course,  a  fruitful  source 
of  leadership.     After  two  to  four  years  of  such  contact  student  and  teacher  come 

to  be  mutually  helpful,  and  mutually  dependent.  Each  stimu- 
Faculty  lates  the  other,  and  as  the  student  goes  forth  to  his  appointed 

leadership  work  in  the  world,  he  refers  back  to  his  instructor  not  only  his 

problems  but  his  field  discoveries  also,  knowing  that  he  will 
have  a  sympathetic  and  stimulating  advisor.  The  deans  of  schools  have  wonder- 
ful opportunities  of  exemplifying  leadership;  and  out  of  the  maturity  of  their 
scholarship  and  knowledge  of  men,  they  exert  a  lasting  influence  on  their  students. 
The  Student  Affairs  Committee,  concerning  itself  particularly  with  the  problems 


/---  -1 


MECHANICAL   HALL   FROM   MONROE   STREET   ENTRANCE 

4 


:>i^Kii; 


of  student  actix'itics,  and  surxcyiiig  the  whole  field  in  a  broad  ua)',  is  able  to  secure 
the  fullest  cooperation  from  student  leaders  in  establishing  principles  for  the 
conduct  of  student  affairs.  The  faculty  Chairman  of  the  Board  of  Control  of 
Associated  Students,  the  Freshman  Adviser,  and  the  several  fraternit)-,  club,  and 
sorority  advisers,  all  have  their  peculiar  functions  of  Icadershijx  'I'he  Dean  of 
Women,  whose  privilege  it  is  to  administer  the  women's  institutions  at  the  Col- 
lege, to  supervise  the  social  and  general  activities  of  women  students,  and  to 
maintain  a  friendly  and  advisory  relation  with  the  women  of  the  College  com- 
munity, is  one  of  the  strongest  factors  for  promoting  good  citizenship  on  the 
campus.  The  President,  finally,  who  is  always  accessible  to  the  student  needing 
his  counsel,  who  is  first  of  all  devoted  to  the  task  of  implanting  in  the  hearts  and 
brains  of  his  students  the  highest  ideals  of  service  to  the  commonwealth,  is  a 
constant  influence  for  dynamic  leadership — energizing,  sympathetic,  and  ennobling. 

This  technical  leadership  not  only  keeps  pace  with  the  advancement  of  the 
educated  individual  as  a  leader  in  serving  his  commonwealth,  but  even  outstrips 
this  advanced  standard.      Positive  and  general,  therefore,  as  is  the  realization  of 

the  thinking  public  that  education  is  indispensable  to  an  out- 
Two  facts  to  standing  service  to  society,  even  more  positive,  especially  since 
bear  in  mind         the  war,  Is  the  conviction  that  technical  education,  supported  by 

liberal  culture,  is  the  key  to  highest  leadership  in  the  present 
generation.  Young  people  now  in  the  schools  or  of  school  age,  parents  of  these 
young  people,  and  all  friends  of  young  people  who  have  at  heart  not  only  the 
success  of  these  youths  but  the  welfare  of  the  communities  in  which  they  live, 
should  keep  in  mind,  and  should  make  widely  known,  these  two  significant  facts: 
First,  that  education  is  indispensable  to  leadership  in  the  world  today;  and  second, 
that  technical  education  is  essential  to  highest  leadership  in  the  complex  industrial 
age  wdiich  we  are  now  entering  upon. 


''''The  leadership  upon  zvhich  zve  must  rely  in  America  zvill  be  that  of  specialized 
expert  service.''^ — President  Henry  Suzallo. 

^''Old  conditions  are  disappearing.  Science  is  dethroning  chance.  Business  is 
conducted  on  so  vast  a  scale  that  the  broadefiing  effect  of  higher  education  gained 
through  proper  application,  zirites  a  large  figure.  Whatever  may  have  been  true  in  the 
'past.,  there  is  no  doubt  that  industrial  conditions  favor  ihe  college  man."" — Charles  M. 
Schwab. 

''''Communities  everywhere  are  longing  for  a  larger  a7id  loftier  community  life ^  and 
are  reaching  out  for  the  means  to  attai?i  it.  They  need  a- program  and  leaders.  Com- 
petent and  devoted  leaders  versed  in  the  problems  of  rural  and  industrial  life,  is  the 
great  need  of  America  today ^  to  fit  her  for  her  task  of  enlightening  the  zvorld.  Many 
of  these  leaders  are  to  be  found  in  the  communities  themselves.  The  task  is  to  discover 
them  and  place  them  in  charge.'' — President  W.  J .  Kerr. 


SCHOOLS  AND  COLLEGES  SUPPLY  LEADERS 

Proof  that  education  makes  for  leadership,  in  earning  power  for  the  individual? 
in  production  of  the  essentials  of  life,  in  accumulated  wealth  to  the  State,  in 
advancement  to  larger  responsibility,   and   in   service  to  civilization,   is  afforded 

by  data  collected  from  widely  different  sources,  under  auspices 
Proof  that  with  widely  different  purposes,  but  all  actuated  by  a  motive  of 

education  pays     discovering  the  truth.     Equally  convincing  proof,  even  aside  from 

the  amazing  evidence  of  the  war  activities,  is  to  be  found  for  the 
conspicuous  leadership  that  springs  from  technical  training.  Certain  of  these 
proofs,  evolved  by  institutions,  groups  of  people,  or  individuals,  readily  recognized 
as  authoritative,  are  offered  in  the  following  paragraphs. 

The  concrete  advantages  in  earning  power  of  a  high-school  education  as  com- 
pared with  no  education  at  all,  and  of  a  high-school  education  as  compared  with  a 
grammar-school  education,  were  recently  shown  by  investigations  conducted  by 
the  Gary  Public  Schools,  Gary,  Indiana.    From  the  data  collected 
in  these  investigations  it  appears  that  every  day  a  boy  spends 

oney  va  ue  o      (^ilJprently  in  school  is  worth  ten  dollars  to  him  in  life  income. 
education  ... 

This  conclusion  is  deduced  as  follows:   The  average  yearly  income 

of  the  man  with  a  high-school  education  was  found  to  be  $i,ooo. 
In  forty  years,  an  average  earning  period,  he  therefore  earns  $40,000.  The  average 
yearly  income  of  the  uneducated  man  was  found  to  be  $450.  In  forty  years, 
therefore,  he  earns  $18,000.  The  difference  between  the  two  earning  powers, 
which  is  $22,000,  represents  the  value  of  a  grammar-school  and  high-school 
education  as  compared  with  no  education  at  all.  To  obtain  this  education 
requires  twelve  years  of  schooling,  nine  months  per  annum,  or  2160  days. 
Twenty-two  thousand  dollars  divided  by  2160  equals  approximately  $10,  the  value 
of  each  day's  schooling. 

The  value  of  a  high-school  education  as  compared  with  a  grammar-school 
education  is  illustrated  in  the  Gary  investigations  as  follows:  The  boy  who  leaves 
school  at  the  close  of  the  eighth  grade,  or  at  about  fourteen  years  of  age,  to  go 

to  work,  earns  in  the  United  States,  on  the  average,  $26,000  up 
Value  of  high  to  the  time  he  is  sixty-five  years  old.  The  boy  who  remains  at 
school  and  his  studies  until  he  completes  the  high  school,  earns  on  the  average 

grade  training      $65,000  up  to  the  time  he  is  sixty-five  years  old.     The  difference 

between  the  earnings  of  the  two  ($65,000  minus  $26,000)  is  $39,000. 
This  is  equivalent  to  the  income  on  $12,000  at  five  percent  for  a  period  of  sixty-five 
years.  In  other  words,  a  boy's  four  years  in  high  school  are  equivalent  in  earning 
power  to  a  capital  of  $12,000.  The  value  of  each  day's  schooling  during  the  four 
years  of  secondary  education  therefore  is  about  $16.  Investigations  conducted 
by  the  State  of  Massachusetts  arrived  by  different  means  at  parallel  and  almost 
identical  conclusions.     These  investigations  revealed  the  fact  that  the  boy  who 


'^jy»:t-o   ,  ■ii.,Min  ,■ 


left  scliool  al  fourteen  IkkI  an  average  prospect  of  receiving  an  income  during  his 
life  of  ^^26,667,  while  the  boy  that  stayed  in  school  until  he  was  eighteen  had  a 
prospect  of  receiving  ^58,900.  I  lis  gain,  therefore,  as  a  result  of  his  four  years 
training  in  high  school  is  $32,223 — not  an  insignificant  reward  for  the  period  of 
eflort  that  most  men  look  back  upon  as  "the  happiest  time  of  my  life." 

Schooling  and  production  go  hand  in  hand  in  the  complex  civilization  of  the 
modern  world.  When  the  average  schooling  for  the  whole  United  States  was  4.4 
years,  with  average  production  at  $170  per  capita,  Tennessee,  with  only  three 
years  of  schooling,  had  a  per  capita  production  of  only  $116, 
while  Massachusetts,  offering  seven  years  of  schooling,  had  a  per 
capita  production  of  $260.  The  reason  for  this  dependence  of 
production  on  school  training  is  obvious.  The  satisfaction  of 
people's  wants  becomes  constantly  more  dependent  upon  the  arts 
and  sciences.  Transportation,  becoming  more  and  more  complex  and  rapid, 
requires  a  higher  degree  of  skill  in  its  management.  A  score  of  sciences  are  involved 
today  in  the  relatively  simple  processes  of  successful  production,  where  a  few 
years  ago  rule-of-thumb  was  the  sole  consideration.     The  farmer  of  today,   no 


Schooling 

increases 

production 


THE   MEN'S   GYMNASIUM 


longer  a  nomad,  roaming  as  he  once  did  from  a  region  of  exhausted  soil  fertility 
to  a  new  Eden  of  virgin  resources,  indifferent  to  all  records  and  bookkeeping, 
must  now  give  his  days  and  nights  to  a  study  of  chemistry,  crop  rotation,  and 
cost  accounting.  There  is  no  other  way  to  keep  off  the  wolves  of  competition, 
waste,  high  prices  of  land  and  materials,  and  the  glut  of  markets  at  harvest  time. 

That  state  leadership  in  wealth  as  well  as  production  is  dependent  on  the 
commonwealth's  investment  in  education  was  the  recent  conclusion  of  Dr.  A. 
Caswell  Ellis  after  extensive  investigations.  Thus,  while  the  accumulated  wealth 
of  Texas  is  $2,826,000,000,  Wisconsin,  with  only  two-thirds  of 
her  population  and  about  one-fifth  of  her  area,  has  an  equal 
amount  of  wealth;  California,  with  only  two-thirds  of  her  popu- 
lation and  a  little  more  than  half  her  area,  has  $4,115,000,000  in 
accumulated  wealth;  and  Massachusetts,  with  a  slightly  smaller 
population  and  less  than  one-fortieth  of  her  area,  has  an  accumulated  wealth  of 
$4,956,000,000.  The  difference  is  due  in  a  large  measure,  declares  Dr.  Ellis,  who 
is  himself  a  Texan,  to  the  fact  that  for  years  all  three  of  the  richer  states  have 
spent  two  or  three  times  as  much  on  education  as  Texas. 


Investment  in 
education 
makes  wealth 


THE   LIBRARY   ON    A   WINTER   EVENING 


THE  READING  ROOM  IN  THE  NEW  COLLEGE  LIBRARY 


Collegians 
win  out  in 
business 


Many  of  the  country's  leading  commercial  concerns  have  in  recent  years 
expressed  a  very  positive  preference  for  college-trained  men,  even  at  proportionately 
higher  salaries.  One  of  the  great  electrical  companies,  which  established  a  policy 
of  employing  college  men  as  far  as  possible  about  ten  years  ago, 
reports  that  about  90  percent  of  the  collegians  made  good  as 
compared  with  only  10  percent  of  its  employees  who.  had  come 
directly  from  grammar  or  high  school.  Further  evidence  of  the 
same  kind  is  furnished  by  statistics  of  100  business  houses  covering 
a  period  of  four  years,  showing  that  about  90  percent  of  college  men  rose  to  higher 
salaries  and  more  responsible  positions,  as  compared  with  only  25  percent  of  men 
without  college  training. 

Testimony  of  the  efficiency  of  men  with  advanced  technical  training  is  offered 
from  many  and  widely  divergent  sources.  The  investigations  of  James  M.  Dodge, 
manufacturer,  former  president  of  the  American  Society  of  Mechanical  Engineers, 
are  notable.  By  capitalizing  a  man's  income  at  the  peak  of 
his  earning  capacity  on  the  basis  of  five  percent,  he  estimated 
the  potential  value  of  the  individual  workman.  In  this  way  he 
found  the  value  of  the  untrained  laborer  to  be  $10,200;  that  of 
the  shop-trained  workman,  with  a  ready  skill  and  resourceful 
ideas,  to  be  $15,800;  that  of  the  trade-school  graduate,  $25,000;  and  that  of  the 
graduate  of  a  technical  college,  with  a  standard  four-years  course,  $43,000.  Thus, 
four  years  of  training  in  a  technical  college  makes  a  man,  by  the  time  he  is  at  the 


Fourfold  value 
of  technical 
education 


WINTER    TWILIGHT   ON  THE   EAST   QUADRANGLE 


10 


maxinuim  of  his  earning  capacilv,  or  about  lliirl) -Ivvo  >  cars  ol  age,  \uur  Luncs  as 
valuable  as  the  untrained  laborer,  three  times  as  valuable  as  the  shop-trained 
workman,  and  seventy-two  percent  more  valuable  than  the  trade-school  graduate. 
As  showing  the  value  of  technical  education  solely  as  a  money  investment,  this  is 
striking  enough,  but  there  are  other  compensations  of  even  greater  moment  that 
will  be  considered  later. 

Evidence  supplied  by  "Who's  Who  in  America"  shows  the  leadership  of  the 
college-bred  man  or  woman.  Out  of  live  million  "uneducated"  men  and  women 
in  the  United  States,  only  31  have  developed  the  qualities  of  leadership  necessary 
to  win  a  place  among  the  8000  leaders  whose  records  are  included 
in  Who's  Who.  Of  the  thirty-three  million  people  having  only 
a  common-school  education,  1245  have  been  honored  by  a  place 
in  the  publication.  But  of  the  one  million  people  in  America 
with  a  college  education,  5,768  have  so  conspicuously  served  their 
fellow  men  as  to  deserve  this  distinction.  The  list  of  names  included  in  Who's 
Who  in  America  was  not  determined,  moreover,  by  a  group  of  college  professors, 
or  by  others  who  might  be  biased  in  favor  of  college-trained  people.  It  was  made 
up  by  business  men,  who  chose  leaders  in  all  lines  of  industry  as  well  as  in  the 
learned  professions.  Their  judgment,  which  may  be  taken  as  that  of  the  average 
citizen,  shows  the  relentless  fact  that  only  one  child  in  150,000  in  the  United 
States  has  been  able,  without  the  training  of  the  schools,  to  be  a  factor  in  the 
progress  of  his  generation,  while  children  with  a  common-school  education,  in 
proportion  to  numbers,  have  accomplished  this  four  times  as  often,  those  with 
a  high-school  education,  eighty-seven  times  as  often,  and  those  with  college  training 
eight  hundred  times  as  often. 


The  collegian's 
chances  for 
Who's  Who 


THE   FORESTRY   BUILDING 
11 


THE   WAR'S   LESSONS   ON   LEADERSHIP 

"0/  the  men  who  have  achieved  eminence  in  American  life,  two  thirds  have  been 
students  in  American  colleges.  Where  the  open  opportunities  of  life  have  permitted 
one  non-collegian  to  rise  to  influence  and  high  station,  two  collegians  have  shouldered 
a  similar  load  of  responsibility ^ — President  Henry  Suzallo. 

Among  the  lessons  taught  by  the  war  none  Is  of  greater  significance  to  young 
people  than   the  fact  that  education,   especially  technical  education,   makes  for 
leadership.     Men  of  science  have  solved  the  problems  that  threatened  to  over- 
throw us.     Educated  men  have  headed  the  great  movements  that 
Education's  have  mobilized  the  nation's  resources.      Trained  specialists  have 

part  in  the  war  safeguarded  the  heaich  and  increased  the  efficiency  of  men  in  the 
service.  Technical  experts  have  evolved  superior  devices  and 
machinery  for  overcoming  the  infernal  fury  of  the  enemy,  and  learning  and  research 
have  helped  to  crystalize  the  issues  of  the  conflict  and  state  them  in  terms  that  are 
convincing  to  the  civilized  world. 


\ 


A   FROSTY   LANDSCAPE   13   A   RARE   ATTRACTION   ON   THE   CAMPUS 


12 


Most  imporlanl  of  all,  however,  to  the  man  in  llie  army  is  the  lesson  that  only 

through  education  has  the  individual  been  able  to  render  his  best   service  tcj  the 

countr\',    and    hence    to    advance    from    lower    to    constantly    higher    positions. 

Ivducation  alone  has  often  been  the  determining  factor  in  the 
Often  the  ,  ^      r  i  a  •  •   i       i 

,  .    .  advancement  oi  one  man  over  anotlier.     Acquaintance  with  the 

determining  ' 

factor  essential  sciences,  and  the  accumulated  wealth  of  knowledge  that 

the  college  affords  a  man,  give  him  a  command  of  the  problems 
of  life  which  in  an  emergency  constitutes  an  undoubted  advantage  over  another 
man,  equally  gifted  but  lacking  this  larger  training.  Technique,  mastery  of  certain 
fundamental  principles,  skill  in  analyzing  essentials,  and  contact  with  the  methods 
and  machinery  of  the  three  great  fields  of  production,  manufacture,  and  commerce, 
distinguish  the  man  who  has  exercised  a  real  and  constructive  leadership  during 
the  war.  This  will  be  true  in  even  larger  measure  during  the  period  of  recon- 
struction, which  is  now  upon  us,  and  which  will  widen  to  vast  proportions  as  soon 
as  peace  is  definitely  determined. 


WALDO   HALL   ENTRANCE 
13 


^:^^m^ 


It  helped 
young  men 
to  rise 


Youths  in  the  war  who  had  the  advantage  of  an  education  in  a  technical  college 
have  been  frank  to  ascribe  to  their  higher  training  the  ease  with  which  they  have 
been  able  to  rise  from  one  position  of  leadership  to  another.  An  officer  in  France 
writes  that  none  of  his  major  college  courses  has  failed  to  bring 
him  immediate  practical  help  in  handling  the  problems  that  have 
confronted  him.  An  officer  at  Camp  Lewis  declares  that  not 
only  his  studies  in  a  technical  college,  but  his  sports  and  recrea- 
tions, all  directed  by  experts,  have  been  of  unfailing  service  to 
him  in  his  military  career.  These  courses,  as  well  as  the  sports  and  recreations, 
were  designed  primarily  for  the  walks  of  peace.  How  much  more  effective,  therefore, 
must  their  service  be  to  a  man  when  applied  to  the  peculiar  purposes  for  which 
they  were  designed.  

"//  a  person  has  common  sense  he  consults  a  specialist;  if  he  has  uncommon 
sense  he  consults  two^ — President  Henry  Suzallo. 

''''The  social  philosophy  of  the  twentieth  century  places  a  heavy  responsibility  upon 
those  zvho  have  stiperior  natural  gifts  and  opportunities.^' — Richard  T.  Ely. 


THE   TULIP   BED   IN   FRONT   OF   ADMINISTRATION   HALL 
14 


::P?^R 


Enlisted  men  from  ().  A.  C,  graduates  and  undergraduates,  have  manifested 
in  service,  especially  in  action  during  the  campaigns  in  France,  the  same  qualities 
of  leadership  that  the)'  developed  through  their  studies  and  their  campus  activities 
here  at  College.  The  engineer  who  had  the  ready  resource  to 
O.  A.  C.  men  ^PPb'  ^^  ^  practical  problem  in  the  field  the  teachings  of  the  class- 
make  good  room  and  the  laboratory,  has  been  mentioned  in  the  dispatches. 
The  forester  who  took  an  active  interest  in  student  activities 
and  during  vacations  made  himself  a  useful  factor  in  the  lumber  camps,  has  electrified 
his  men  over  there  by  the  congeniality  and  competence  of  his  leadership.  The  man 
who  not  only  kept  his  studies  way  above  the  average  but  managed  the  junior 
annual  and  took  the  initiative  in  other  departments  of  student  enterprise  enlisted 
as  a  second  lieutenant  and  before  the  Armistice  was  signed  had  risen  to  the  rank 
of  major  in  the  regular  army.  Sixty-one  percent  of  the  2000  O.  A.  C.  men 
enlisted  in  military  service  were  officers. 

These  men  in  general  were  not  military  "sharks."  They  trained  primarily 
for  the  walks  of  peace.  But  the  intensive  business  of  war  gave  them  opportunity 
to  apply  their  training  more  quickly  and  decisively  than  would  the  usual  business 
of  normal  times.  In  the  critical  days  of  reconstruction  that  we  are  now  facing 
they  will  not  be  found  wanting. 


THE   ARMY   "Y"    HUT 
IS 


A   WORD   TO   ENLISTED   MEN 

And  you,  enlisted  men  who  are  being  mustered  out  in  large  numbers  to  take 
your  accustomed  places  in  civil  life,  do  you  realize  that  the  country  feels  that  it 
owes  you  a  peculiar  debt  of  gratitude,  which  it  would  repay  by  giving  you  every 
opportunity  for  advancement  and  leadership  of  which  you  are 
Enlisted  men,  capable?  This  will  be  true  not  for  this  year  only  or  for  the  next 
what  next?  few  years,  but  for  the  next  generation,  perhaps  for  the  next  half 

century.  The  question  of  how  far  you  will  advance  in  the  esteem 
and  service  of  your  countrymen,  rests  solely  with  you.  By  preparation  and  high 
purpose  you  can  make  yourself  premanently  worthy  of  the  high  tasks  your  grateful 
fellow  countrymen  would  willingly  put  into  your  hands.  By  neglect,  indifference, 
or  false  pride,  at  this  critical  turning  point  in  your  career,  you  can  wreck  not  only 
your  own  prospects  buu  the  noble  confidence  of  Americans  in  the  men  they  would 
honor  and  exalt. 

At  the  close  of  the  Civil  War  the  "veterans," — young  men,  for  the  most  part, 
like  yourselves, — controlled  the  country.     Whether  they  would  or  not  they  could 


RECREATION   VISTAS   NEAR   THE   COLLEGE 


not  escape  the  obligations  their  contemporaries  thrust  upon  them.  Some  were 
unworthy,  and  by  their  ignorance  or  mischievous  purposes  plunged 

The  Civil  War       the  country  into  exasperating  difficulties.     Many  were  worthy, 

showed  "what"  and  in  positions  of  prominence  served  the  country  and  civilization 
in  a  large  way.     Of  the  first  eight  presidents  following  the  Civil 

War,   six   were    ex-officers — Grant,  Hayes,  Garfield,  Arthur,   Benjamin  Harrison, 

and  McKinley. 

What,  then,  are  you  going  to  do.'^  Accept  one  of  the  easy  and  perhaps  lucrative 
positions  that  offer  immediate  advantage  but  give  no  positive  assurance  of  a  future.^ 
Or,  acting  in  a  truly  military  fashion,  will  you  "get  a  correct  grasp  of  the  situation 
as  a  whole"  and  then  fit  yourself  for  one  of  the  really  constructive 
industries  or  professions.^  In  view  of  the  unprecedented  demand 
for  trained  men  in  engineering,  in  mining,  in  chemistry,  in  forestry, 
commerce,  scientific  agriculture,  pharmacy,  and  industrial  educa- 
tion, you  can  better  afford  to  borrow  the  money  to  complete  your 
education  in  these  fields  than  to  pass  them  by  for  a  more  glittering,  but  far  less 
permanent  and  less  satisfying  field  of  effort.  Today,  as  perhaps  never  before, 
you  are  master  of  your  fate.     Lay  your  plans  for   a   large  future. 


Choosing  the 
low  road 
or  the  high 


AGRICULTURAL  HALL 

17 


'THINGS    THAT   ARE    MORE    EXCELLENT' 


The  higher 
attributes 
of  leadership 


This  booklet  has  aimed  to  show  that  in  the  life  of  today  and  tomorrow  the 
college  graduate,  man  or  woman,  will  have  both  the  opportunity  and  the  duty 
to  lead  in  the  wc-k  of  the  world.  Certain  emphasis  has  been  laid  upon  the  money 
value  of  an  education.  No  apology  is  needed  for  this.  Thrift 
is  a  new  national  virtue;  and  the  money  value  of  an  education 
can  be  more  readily  demonstrated  than  other  less  tangible  but 
far  more  satisfying  rewards.  Let  no  one  infer,  however,  that 
the  aims  and  ideals  of  a  technical  college  like  O.  A.  C.  do  not 
include  the  reverence  for  things  of  the  spirit,  the  thirst  for  music  and  the  drama, 
the  joy  in  literature  and  painting,  and  the  longing  for  a  lovelier  and  more  altruistic 
social  life — and  the  means  of  promoting  them — that  all  recognize  as  the  highest 
attributes  of  leadership.  Students  of  O.  A.  C.  have  these  attributes.  Through 
their  contact  with  an  educated  and  helpful  faculty,  through  their  remarkably 
efficient  organization  for  student  self  government,  and  through  their  many  and 
delightful  associations  in  the  technical  forums,-  the  social  and  literary  clubs,  the 
music  societies,  and  the  fraternities  and  sororities,  that  exemplify  the  amenities  of 
life,  they  acquire  training  and  develop  qualities  that  constitute  the  finer  influence 
of  any  leader.  The  College  stands  pre-eminently  for  efiiciency  in  the  industries 
and  professions  of  life;  it  stands  for  democracy;  but  it  stands  also  for  essential 
culture,  and  encourages  in  its  students  the  type  of  leadership  that  hews  straight 
by  technical  principles  but  respects  and  exalts  the  humanities. 


A   STEAMBOAT   EXCURSION   ON   THE   WILLAMETTE 

18 


NEW   ARRIVALS   AT   THE   REGISTRATION   AND   INFORMATION   QUARTERS,  1918 

19 


AGRICULTURE 

Leadership  In  agriculture  during  the  past  two  years  has  resulted  In  the  most 
amazing  accomplishment  In  the  production  of  food  that  the  world  has  ever  known. 
Dependent  upon  America  for  feeding  not  only  their  armies  but  a  considerable 
percentage  of  their  civil  population  as  well,  the  Allies  put  It  up 
Speeding  up  to  the  U.  S.  Government  to  save  the  situation  by  an  unprecedented 
production  production  of  food.     As  a  consequence,  record  crops  of  practically 

all  staples  were  the  rule  throughout  the  country,  while  many 
states,  at  the  urgent  request  of  the  Government,  produced  crops  that  were  new 
to  them,  and  produced  them  In  abundance.  The  whole  campaign  was  thrown 
into  the  hands  of  the  organized  agencies  of  scientific  agriculture,  including  the 
U.  S.  Department  of  Agriculture,  the  Experiment  Stations,  the  Agricultural 
Colleges,  and  the  Extension  Services  with  their  agricultural  agents  and  farm 
bureaus.  The  success  of  the  campaign,  together  with  the  general  alertness  con- 
cerning the  value  of  science  In  industry,  has  resulted  In  a  wide-spread  endorsement 
of  modern  farm  management. 

The  endorsement  is  none  too  early.    The  food  situation  is  serious.    Even  before 
the  war  the  average  per-caplta  production  of  most  staples  of  food  had  been  steadily 
decreasing  for  a  decade.     Population,  In  other  words,  had  been  Increasing  faster 
than  the  average  production  of  food.     Exceptions  were  found  in 
Expert  those  staples  only  where  Improved  methods  of  management  had 

service  made  Increased  production  profitable.     Raw  lands  are  no  longer 

necessary  available.     The  farmer,  therefore,  cannot  depend  upon  the  old 

exploiting  practice  of  exhausting  the  fertility  of  the  home  farm, 
and  then  deserting  it  for  virgin  soil.  He  must  depend  upon  a  wise  system  of 
management  to  restore  and  to  maintain  the  fertility  of  his  soil.  He  must  resort, 
In  short,  as  does  the  modern  business  man,  to  the  counsel  of  experts.  Experts  In 
modern  agriculture  are  the  product  of  the  experiment  stations  and  agricultural 
colleges. 

From  them  leadership  has  sprung  up.  This  leadership  Is  daily  gaining  in 
approval.  Yet  it  is  only  at  the  beginning  of  Its  potential  service  to  mankind. 
The  graduates  of  all  the  agricultural  colleges  of  the  country  comprise  only  a  very 

small  fraction  of  the  total  number  engaged  In  agriculture.  Indeed, 
Great  things  the  U.  S.  Bureau  of  Education  Is  authority  for  the  statement  that 
done  by  few  the  total   number  of  agricultural   students  In  all  the  colleges  is 

only  about  one-tenth  of  one  percent  of  all  the  agricultural  workers, 
or  about  13  In  10,000.  This  small  group  of  people  Is  not  enough  to  affect  the 
agricultural  production  of  the  country  by  their  personal  labor,  but  enough  to 
affect  it  Immensely  by  their  directive  power  when  they  go  forth  as  leaders  In 
scientific  farm  management.  Already  great  things  have  been  accomplished  by 
the  few  isolated  graduate  leaders  who  have  taken  the  field.  But  the  field  Is  vast, 
and-the  call  for  leaders  Is  Insistent. 


•ir<^iykk> 


[NAUGURATION   EXERCISES   OF   THE   S.  A.  T,  C.  OCTOBER   1,    1918 

21 


COMMERCE 


Accounting 
and  Business 
Management 


The  School  of  Commerce  trains  for  leadership  in  all  the  essentials  that  concern 
the  organization  and  accounting  of  modern  business  and  in  those  humanitarian  fields 
that  concern  the  problems  of  labor,  economics,  and  government.  Success  in 
modern  business  is  largely  dependent  upon  a  proper  utilization  of 
the  small  savings  and  possible  wastes  that  escape  the  attention 
of  commercial  rivals  who  fail  to  practice  rigid  economy.  The 
complexity  of  modern  business  has  no  use  for  the  "under-your-hat'^ 
method  of  remembering  facts.  Efficiency  in  management,  and 
system  in  recording  transactions,  are  recognized  essentials  of  success.  These 
essentials  the  department  of  Accounting  and  Business  Management  aims  to  give 
the  student  in  a  thorough  and  practical  manner.  The  department  renders  service 
to  practically  every  school  in  the  College  organization.  To  the  School  of  Agricul- 
ture through  a  course  in  farm  accounts  and  business  management.  To  the  School 
of  Engineering  through  studies  in  shop  accounts  and  cost  accounting.  To  the 
School  of  Home  Economics  through  household  accounts  and  business  management 
for  women.  To  the  School  of  Forestry  through  lumber-manufacturing  accounts, 
and  so  on  through  the  various  technical  courses. 

The  department  of  Economics  and  Sociology  has  the  broad  aim  of  fitting  its 
students  to  be  of  service  in  helping  others  to  realize  the  full  round  of  business 
development.  In  a  world  disturbed  to  its  foundations  by  war,  and  restless  in  its 
period  of  readjustment,  the  study  of  Economics  and  Sociology  is 
imperative  to  a  sane  analysis  of  public  problems.  The  thinking 
man  only  is  a  safe  leader,  and  principles  are  the  surest  guide  to  right 
judgments.  On  the  technical  side  the  department  offers  courses 
in  the  marketing  of  the  various  products  with  which  the  different 
technical  departments  deal.  The  economic  principles  of  efficient  production, 
transportation,  and  marketing,  are  studied  in  connection  with  the  practical  problems 
of  the  State  of  Oregon. 

Government  and  Business  Law,  the  third  department  in  the  School  of  Com- 
merce,  teaches   the  essentials  of  government  in  order  to  fit  students  as  citizens. 
Stenography  and  Office  Training  has  as  its  department  aim  to  prepare  College 
students  to  do  the  highest  type  of  office  work,  to  develop  not  only  the  manual 
dexterity  necessary,  but  to  acquire  the  power  to  initiate — the  power  of  commercial 
leadership.     That  there  is  wide  demand  for  this  type  of  work 
was  manifested  during  the  war.     But  the  demand  has  not  ceabcd 
there.     In  spite  of  expectations  of  a  decline  in  the  demand    for 
skilled  clerical  and  secretarial  workers  following  the  close  of  the 
war,   the   call  for  expert  workers   is  even   more  vigorous   today. 
So  is  the  call  for  trained  teachers  of  commercial  subjects,  a  call  which  the  College 
strives  to  answer  by  its  course  in  special  methods  conducted  cooperatively  by  the 
schools  of  Commerce  and  Vocational  Education. 


Economics 
and  Sociology 


Stenography 
and  office 
training 


I,  rv^*^^; 


V  ^y,. 


■r \  i 


J  '  ■  ■. 


\  -■  • ; 


MASS  SINGING    AND   ATHLETIC   BOUT   ON   RECREATION    NIGHT   FOR   THE   S.  A.  T.  C. 

23 


ITHE   LIBRARY,   LOOKING   WEST 


ENGINEERING 

"Colossal"  is  the  word  that  rises  in  the  mind  as  one  contemplates  the  massive 
machinery  and  prodigious  volume  of  modern  industry.  "Coordination"  is  the 
word  that  lingers  there  as  one  follows  the  vast  processes  of  production  on  through 
the  equally  vast  processes  of  transportation  and  distribution,  and  thence  through 
the  system  of  marketing  to  the  ultimate  consumer.  Where  the  work  is  efficient 
a  master  hand  moves  it.  He  is  possessed  of  a  power  more  subtle  than  magic  and 
more  compelling  than  big  guns.     He  is  the  engineer. 

He  is  trained  in  the  technical  college,  and  his  field  varies  with  different  natural 
and  industrial  conditions.  At  the  Oregon  Agricultural  College  training  Is  offered 
in  those  fields  that  are  necessary  to  the  Northwest — civil  engineering,  highway 
engineering,  structural  engineering,  irrigation  engineering,  electrical  engineering, 
mechanical  engineering,  experimental  engineering,  logging  engineering,  chemical 
engineering  and  mining  engineering.  All  courses  are  standard  and  all  credits  and 
degrees  are  accepted  by  other  technical  institutions  at  their  full  value. 

Engineers  are  wanted  as  never  before  in  our  history — civil  engineers  for  the 
tremendous  work  of  reconstruction  and  for  the  delayed  enterprises  that  had  to  be 
suspended  when   the  Government  put  the  ban  on   private  Initiative;   highway 

engineers  to  push  the  big  road  programs  of  the  various  states  and 
Big  field  counties;  irrigation  engineers  to  manage  the  projects  of  reclamation 

for  engineers         and    drainage;    mining    engineers    to    help    restore    the    depleted 

minerals  of  the  nations;  chemical  engineers  to  foster  our  new 
efforts  of  manufacture  and  production;  mechanical  engineers,  to  keep  pace  with 
the  new  epoch  of  motor  machinery;  and  logging  engineers  to  harvest  and  safeguard 
our  great  timber  resources.  Consulting  engineers  are  urging  competent  young 
men  everywhere  to  study  engineering,  declaring  that  they  can  see  no  hope  of 
supplying  the  demand  for  the  next  ten  or  fifteen  years.  "Engineering,  for  the 
next  ten  years  or  more,"  declares  J.  A.  L.  Waddell,  Consulting  Engineer,  of  New 
York,  well  known  in  Oregon  as  supervising  engineer  of  the  Columbia  interstate 
bridge  and  of  the  O.-W.  R.  &  N.  railway  bridge  across  the  Willamette,  "will  be 
the  most  lucrative  of  all  professions." 


ARCHITECT'S  ROUGH  SKETCH  OF   NEW  ENGINEERING  LABORATORY 

26 


THE  MECHANICAL  AND  ELECTRICAL  LABORATORIES,  WHERE  THE  MEN  PUT  IN  PRACTICE 

THEIR   ENGINEERING   TRAINING 


FORESTRY 

An  industry  without  leadership  is  as  surely  doomed  as  a  rudderless  ship.     Of 
all  the  industries  of  the  Pacific  Northwest  the  timber  and  lumber  business  is 
richest  in  exclusive  worth.     One-fifth  of  all  the  standing  timber  of  the  country  is 
in  Oregon.    The  harvesting  of  this  great  wealth  so  as  to  conserve 
essential  values  and  serve  the  public  to  best  advantage,  is  a  task 
S  e  ialists  ^^^  thoughtful  men  who  are  specialists  in  handling  forest  products. 

These  men   must  have  the  aid  of  modern  science  and  modern 
engineering  methods.     Hence  they  must  have  training  in  a  tech- 
nical school  of  forestry. 

The  war  crisis  revealed  to  the  world  how  essential  to  the  nation  is  the  timber 
wealth  of  the  Northwest.  It  revealed  also  the  necessity  of  a  far-seeing  and  con- 
sistent effort  to  conserve  our  forests  as  a  permanent  resource  at  the  same  time 
that  we  harvest  the  timber  that  is  ripe  and  accessible  for  market.  The  new  activi- 
ties in  ship  building  and  the  revived  interest  in  private  construction,  as  well  as 
the  extensive  programs  for  public  construction  that  have  been  commenced  through- 
out the  country,  all  give  assurance  of  great  activity  in  the  lumber  business.  Hence 
the  need  of  live  and  resourceful  youths  to  go  out  from  the  School  of  Forestry  as 
future  leaders  of  approved  principles  of  harvesting,  manufacturing,  and  marketing 
timber  products.  Such  men  are  few  and  far  between  in  practical  lumbering 
operations  today;  since  forestry  is  comparatively  new  in  technical  education. 
They  will  be  needed,  however,  and  demanded  with  greater  emphasis,  from  year 
to  year.  The  call  is  already  insistent.  The  largest  and  most  efficient  companies 
are  the  ones  who  are  keenest  for  employing  technically  trained  men.  They  rec- 
ognize the  permanent  worth  qf  scientific  leadership. 


PHARMACY. 

The  constant  tendency  to  raise  the  requirements  for  the  practice  of  pharmacy, 
makes  leadership  in  the  profession  more  and  more  dependent  upon  college  training. 
Technical  instruction  in  modern  laboratories  is  essential.  Where  these  laboratories 
are  associated  with  the  study  of  the  new  developments  in  industrial  chemistry, 
bacteriology,  and  hygiene,  the  training  they  offer  is  doubly  effective. 

This  is  the  situation  at  the  Oregon  Agricultural  College,  where  standard  courses 
in  chemistry,  as  well  as  special  investigations  in  agricultural  chemistry,  and  the 
work  in  chemical  engineering  all  afford  a  wide  field  of  inquiry.  These  are  factors 
that  have  doubtless  had  their  effect  in  the  uniform  success  of  the  students  of  the 
School  of  Pharmacy  in  passing  the  examinations  of  the  State  Board  of  Pharmacy. 
They  have  helped  also  in  placing  the  school  in  the  American  Conference  of  Phar- 
maceutical Faculties  and  among  the  standard  schools  of  pharmacy  in  America. 


:>i&l-^=r: 


RADIO   OPERATORS   IN   THE   FIELD   AND   IN  THE  LABORATORIES 


HOME  ECONOMICS 


Women's 
leadership  a 
fundamental 
need 


The  country  is  looking  to  the  great  co-educational  colleges  and  to  the  women's 
colleges,  especially  those  offering  technical  work,  to  supply  the  skilled  workers 
and  social  and  technical  leaders  who  will  help  solve  the  problems  of  reconstruc- 
tion and  strive  for  future  peace.  In  the  tremendous  readjust- 
ment of  labor  incident  to  the  re-establishment  of  soldiers  in  the 
industries  that  for  a  year  or  more  have  been  conducted  by  women 
to  an  extent  hitherto  unkown  in  America,  the  women  must 
exercise  a  vigorous  and  far-reaching  influence.  The  fundamental 
need  in  this  readjustment  of  effort,  is  for  intelligent  understand- 
ing of  the  problems  involved,  efficient  leadership,  and  a  keen  appreciation  of  the 
long  and  devoted  labor  that  must  ensue  if  our  social  solidarity  as  well  as  our  in- 
dustrial efficiency  is  to  be  maintained. 

Nothing  so  completely  fits  a  young  woman  for  these  duties  as  a  thorough  course 
in  home  economics.  It  combines  an  appreciation  of  the  duties  of  the  home  and 
family  with  those  of  American  social  and  civic  institutions;  and  it  gives  train- 
ing in  the  fundamental  sciences  and  technical  industries  that  are 
essential  to  the  interests  of  the  modern  woman.  Whether  the 
young  woman  desires  no  other  distinction  than  that  of  being  a 
consummate  artist  in  the  conduct  of  a  modern  home,  with  all 
its  internal  refinements  and  responsibilities,  and  its  external 
excursions  into^lre  field  of  social  service  and  community  organ- 
ization, or  aspires  to  a  professional  career  as  teacher,  extension  worker,  dietitian, 
institutional  manager,  or  expert  in  the  various  fields  of  household  art,  she  can 
take  no  college  course  so  rich  in  subject  matter  as  a  broadly  organized  course  in 
home  economics. 


Home 
Economics 
training  is 
best 


O.  A.  C.  a 
pioneer  in 
Home 
Economics 


The  School  of  Home  Economics  at  the  Oregon  Agricultural  College  was  not 
only  one  of  the  first  regularly  organized  schools  of  this  character  in  the  country, 
but  it  has  always  been  a  pioneer  in  offering  new  and  approved  phases  of  home 
economics  work  under  competent  instruction.  It  was  one  of 
the  first  schools  to  occupy  an  adequately  equipped  building 
devoted  exclusively  to  home  economics  work;  one  of  the  first 
to  establish  a  ^actice  house,  an  institutional  boarding  house^ 
and  a  department  of  experimental  research;,  and  to  carry  out  a 
broad  program  of  extension  work  throughout  the  State.  It  is 
obvious,  therefore,  that  the  young  women  of  Oregon  have  the  opportunity  to 
receive  at  their  State  College  an  education  in  home  economics  thoroughly  standard 
among  the  institutions  of  higher  learning  in  America. 

Add  to  this  the  attractions  of  college  life  in  modern  dormitories,  sororities,  or 
clubs,  where  the  atmosphere  of  comradeship  between  instructors,  headed  by  the 

30 


PARADE  OF   THE  S.  A.  T.  C.    IN   CELEBRATION   OF   THE    ARMISTICE 

31 


Student 

Activities 

attractive 


Dean  of  Women,  and  students,  makes  for  a  happy  and  dignified  social  spirit- 
where  athletics  and  physical  education  are  a  lively  community 
interest;  where  a  student  health  service  is  accomplishing  ex- 
cellent results;  where  music,  dramatics,  campus  journalism^ 
social  occasions,  and  religious  exercises  give  ample  opportunity 
to  express  all  youthful  aspirations  for  leadership — this  is  what 
O.  A.  C.  is  offering  the  high-school  girls  of  Oregon  who  are  eager  for  college  train- 
ing. 

MINING 

Leadership  in  mining  engineering  is  passing  rapidly  and  finally  from  the  type 
of  men  who  gained  their  knowledge  of  geology,  mining,  and  metallurgy  from 
"experience  in  the  ranks"  without  the  aid  of  the  technical  schools,  to  the  graduates 
of  technical  institutions  who  have  enriched  their  college  training  by  practical 
contact  with  mining  operations.  This  implies  a  larger  vision  and  a  more  con- 
structive program  of  work.  As  a  consequence,  Oregon's  mineral  future  looks 
bright. 

Her  mineral  industries  are  still  in  their  childhood.  They  await  the  leaders  who 
can  develop  them.  The  School  of  Mines,  training  men  under  Oregon  conditions 
year  by  year,  will  provide  ultimate  leaders. 

Oregon's  geological  conditions  are  essentially  the  same  as  those  of  California, 
Washington,  and  Idaho.  Yet  Washington  has  turned  out  four  times  the  mineral 
wealth  that  Oregon  has  produced  and  California  has  turned  out  twenty  times  as 
much.  This  is  due  to  the  fact  that  our  neighbors  to  the  north  and  south  of  us 
have  for  years  invested  vastly  more  money  than  Oregon  in  investigating  their 
mineral  resources  and  making  known  their  scientific  value.  Oregon  has  in  recent 
years  made  a  splendid  beginning  in  this  direction,  and  through  authentic  sur- 
veys of  her  mineral  resources  and  the  training  of  men  who  have  the  knowledge 
and  leadership  to  develop  these  resources,  she  seems  on  the  eve  of  a  great  awaken- 
ing in  mining  operations. 

CHEMICAL  ENGINEERING 

A  new  science  that  talks  of  nitrates,  potash,  sulphuric  acid,  acetones,  and 
medical  chemicals,  in  their  relation  to  Industry  and  manufacture,  has  sprung  up 
in  America.  It  has  been  especially  noticeable  since  the  beginning  of  the  great 
war  in  1914.  This  science  is  chemical  engineering.  It  is  the  chief  agent  in  an 
industrial  revolution  that  has  taken  place  In  America  in  the  past  four  or  five  years. 

As  indications  of  that  revolution  in  industry  here  are  a  few  figures.  Up  to 
1914  America  was  a  heavy  importer  of  chemicals  from  Germany  and  manufactured 
few  chemicals  herself.  In  1914  the  value  of  American-made  explosives  was 
$6,272,000;  in  191 8  it  was  $400,000,000.  Before  the  war  there  was  practically 
no  phenol  industry.     For  war  purposes  in  1917,   15  plants  produced  $23,715,805 


32 


FARM   TRACTOR   AND   GAS   ENGINE   LABORATORIES 


Large  funds 
for  vocational 
education 


worth  of  phenol,  most  of  It  from  American-made  benzol.  Mercury  increased  in 
production  ioo%.  In  1914  there  were  5  manufacturers  of  dye  stuffs  in  America. 
Today  there  are  81  established  manufacturers  of  coal-tar  dyes,  and  118  firms 
manufacturing  intermediates.  This  year  America  is  producing  300%  more 
nitrates  than  before  the  war.  Sulphuric  acid  was  produced  in  America  to  the 
amount  of  4,000,000  tons  in  1914,  but  to  the  amount  of  7,000,000  tons  in  1917. 

These  and  many  other  wonders  were  accomplished  by  chemical  engineering. 

A  new  degree  course  to  teach  this  Important  scientific  subject  was  established 
at  the  College  in  1917.  It  is  proving  fascinating  to  many  youths,  and  can  train 
many  more  beginning  in  September. 

VOCATIONAL  EDUCATION 

No  field  of  education  today  oifers  larger  opportunities  for  leadership  than  that 
of  the  departments  Included  In  the  Smith-Hughes  federal  plan  of  promoting 
industrial  education  in  the  several  states.  Oregon  is  receiving  large  sums  of 
money  from  the  U.  S.  Government  for  the  promotion  of  Industrial 
education,  and  will  continue  to  receive  money  in  still  larger 
amounts  as  the  work  develops  and  the  school  population  Increases. 
A  total  of  over  $40,000  will  be  expended  by  the  Federal  Govern- 
ment and  a  like  amount  by  the  State  of  Oregon  for  the  next  two 
years  in  support  of  Smith-Hughes  types  of  vocational  education,  and  an  equal 
amount  will  be  expended  by  the  local  communities  where  this  work  is  maintained. 
The  funds  are  devoted  partly  to  the  training  of  vocational  teachers  and  partly  to 
the  maintenance  of  Instruction  In  those  secondary  schools  of  the  State  that  under- 
take the  Smith-Hughes  work. 

Teachers  to  carry  on  the  work  in  agriculture,  trades  and  industries,  commercial 
subjects,  home  economics,  and  manual  training,  are  already  very  difficult  to  find. 
The  work  requires  technical   training  combined  with  pedagogical  qualifications. 

The  new  laws  raising  the  age  of  compulsory  education  to  eighteen 
Many  teachers  years  will  require  many  more  teachers  in  the  states  of  the  North- 
will  be  needed        west.     Hence   there  will   be   need   for  even   a    larger   number  of 

teachers  than  in  the  past,  and  the  College  has  never  yet  been  able 
to  supply  all  the  teachers  it  has  been  asked  to  supply. 

Three  classes  of  students  will  be  especially  adaptable  for  leading  positions  in 

this  new  field:    (i)  Normal  graduates  who  add  shop  training  to  their  pedogogical 

training,  (2)  Craftsmen,  who  add  to  their  technical  training  the  pedagogical  training 

offered  in  the  School  of  Vocational  Education,  and  (3)  Graduates 

ypes    o  ^£  technical  schools  who  add  the  study  of  psychology  and  pedagogy 

make  true  ,     .  ,      .      ,  .    .  ,  \      ^/  .   .  ^         *    *.. 

leaders  ^°  their  technical  training  and  acquire  the  requisite  amount  01 

practice  teaching.  There  will  be  no  limit  to  the  demand  for 
teachers  with  such  qualifications,  and  their  opportunities  for  leadership  are  un- 
paralleled. 

34 


->^i^J-\'^ Li..[^f!±^*'.«^^-^mmnm*T!m 


ARRIVAL   AND   DEPARTURE   OF   THE   FIRST   TRAINING   DETACHMENT 

35 


LEADERSHIP  AMONG  O.  A.  C.  ALUMNI 

The  real  test  of  an  educational  institution  is  its  ability  to  turn  out  graduates 
who  have  the  resources  for  sober,  responsible  leadership.  Instances  cited  in  the 
following  paragraphs  are  those  of  recent  graduates  only;  since  their  mccess  is 
obviously  more  immediately  a  result  of  their  college  training  than  of  their  individual 
experience. 

Of  the  recent  graduates  from  the  School  of  Agriculture  so  many  have  moved 
rapidly  into  positions  of  leadership  that  an  adequate  record  would  cover  many 
pages  of  this  booklet.     A  few  examples  will  suffice.     Graduates  of  the   department 

of  Horticulture  now  head  the  state  horticultural  extension  work 
Agriculture  in  eight  states  of  the  Union  at  salaries  up  to  $3,000,  and    other 

graduates  head  the  state  horticultural  work  in  three  states  at 
salaries  as  high  as  $6000.  Ten  graduates  of  the  department  have  been  taken 
into  the  national  Bureau  of  Markets;  one  is  director  of  the  Bureau  of  Plant 
Industry  in  the  state  of  Idaho;  four  have  been  taken  into  the  faculty  of  the 
University  of  Virginia;  five  into  the  faculty  of  Iowa  State  College;  and  one  is  com- 
missioner of  horticulture  in  the  state  of  Washington.  Many  are  owners  or 
superintendents  of  large  orchard  properties,  a  recent  graduate  being  superintendent 
of  the  largest  peach  orchard  in  the  world,  with  rows  of  trees  three  miles  long. 
Many  graduates  of  the  poultry  department  are  not  only  making  a  great  success 
in  practical  poultry  work  for  themselves,  but  several  are  giving  splendid  service 
in  the  experimental  and  instructional  work  in  poultry  husbandry  in  state  univer- 
sities and  colleges  in  this  country  and  Canada,  one  young  man  already  receiving 
a  salary  of  $3,000.  Graduates  of  the  Farm  Crops  department  generally  take  up 
practical  farming  and  usually  make  modest  protests  that  they  are  doing  nothing 
deserving  of  notice.  Since  the  income  tax  went  into  eifect,  however,  we  have 
observed  that  as  a  rule  they  are  paying  nice  little  sums  to  swell  Uncle  Sam's  war 
budget.  In  the  production  of  seed,  livestock,  and  standard  farm  products,  more- 
over, they  are  recognized  as  leaders  by  their  neighbors,  who  are  glad  to  take 
lessons  from  them  in  farm  management.  Three  recent  graduates  of  the  depart- 
ment are  superintendents  of  branch  experiment  stations,  two  in  Washington,  and 
one  in  Oregon.  Two  recent  graduates  hold  responsible  positions  with  the  Depart- 
ment of  Agriculture.  A  191 5  graduate  of  the  department  of  Botany  and  Plant 
Pathology,  who  has  made  extensive  investigations  in  pine  blister  rust,  after  being 
employed  by  the  Government  in  the  East  has  recently  been  placed  in  charge  of 
the  scouting  work  and  investigations  in  pine  blister  rust  throughout  the  entire 
West  beyond  the  Mississippi.  He  will  direct  the  activities  of  a  large  number  of 
men.  A  1916  graduate,  who  showed  unusual  initiative  as  a  student  leader,  after 
two  years  of  instructional  work  in  the  University  of  Minnesota,  was  given  important 
executive  work  by  the  U.  S.  Government  in  the  investigation  of  wheat  rust  in 
seven    western    states.       The    work    involves    cooperative    relations    with    many 

36 


sr:;^^?S!K 


FIELD  MANEUVERS   IN   WHICH  THE  bOLDIERS  TRIED  OUT  ON  THE  MARCHSAND_IN  SHAM 
BATTLE    THE    STRATEGY    LEARNED    IN    THE    CLASS    ROOM. 


37 


scientific  workers.  A  191 7  graduate  of  the  department,  after  proving  his  resources 
in  heading  a  state  campaign  in  barberry  eradication  for  protection  against  wheat  rust, 
has  been  appointed  as  permanent  leader  of  this  work  in  the  state  of  South  Dakota. 
One  of  the  first  men  to  speciaHze  in  irrigation  farming,  having  served  as  field 
agent  in  irrigation  investigations,  returned  to  receive  his  master's  degree.  He 
has  since  acted  as  Agriculturist  for  the  Eastern  Oregon  Land  Company  and  is 
now  Assistant  Agronomist  in  the  University  of  Nevada,  at  Reno.  Another  grad- 
uate in  this  work  served  three  years  as  Superintendent  of  the  Goose  Lake  Valley 
Irrigation  Company's  project  in  Lake  County,  where  he  helped  to  lay  out  and 
supervise  the  construction  of  the  lateral  system  for  this  project  of  47,000  acres. 
He  has  been  in  the  military  service  the  past  year  and  is  now  County  Agricul- 
turist for  an  Eastern  Oregon  county.  Another  man  specializing  in  soils,  having 
served  as  County  Agriculturist,  is  now  Assistant  State  Leader  for  County  Agents^ 

Of  the  many  young  graduates  of  the  School  of  Commerce  whose  careers  already 
distinguish  them  as  leaders  in  their  field  of  effort  mention  can  be  made  of  only 
a  few.     One,  who  began  his  career  as  assistant  secretary  of  the  Portland   Com- 
mercial  Club,   later  became   business   manager  of  The   Oregon 
Commerce  VoTER,   and   is   now   a   prominent   mercantile   man   in   Portland. 

One  is  business  manager  and  buyer  in  a  large  department  store  in 
Vancouver.  Two  recent  graduates  are  now  rising  in  business  influence  in  Newberg, 
one  as  a  bank  official,  and  the  other  as  an  official  in  a  chain  of  department  stores. 
Two  prominent  attorneys  of  Detroit,  Michigan,  began  their  special  training  in 
the  School  of  Commerce,  where  they  gained  experience  and  recognition  in  leader- 
ship. A  student  who  acquired  the  essential  principles  of  business  management 
in  the  School  of  Commerce,  is  now  rapidly  becoming  one  of  the  most  influential 
cattle  buyers  in  the  Pacific  Northwest.  A  Chinese  student,  who  developed 
special  proficiency  in  commerce  courses,  is  general  manager  of  a  chain  of  stores 
extending  through  British  Columbia  and  China.  The  list  of  leaders  among  recent 
graduates  could  be  multiplied,  not  only  among  the  men  but  among  the  women 
students  of  commerce. 

Graduates  of  the  School  of  Engineering,  owing  to  the  extremely  technical 
character  of  their  work,  usually  rise  more  gradually  to  positions  of  leadership  than 
students  finishing  the  less  severely  technical  courses.    So  numerous  are  the  examples 

of  responsible  leadership  even  among  recent  graduates,  however, 
Engineering  that  only  a  brief  mention  can  be  made  of  those  who  are  exercising 

constructive  engineering  skill  in  the  State  of  Oregon  alone. 
A  recent  graduate,  after  serving  an  efficient  apprenticeship  in  a  subordinate 
capacity,  is  now  State  Engineer.  Two  others  are  district  engineers  of  the  state 
department  of  Highway  Engineering.  One  is  a  surveyor  general.  One  is  city 
engineer  of  La  Grande.  Another  is  chief  engineer  of  a  leading  lumber  com- 
pany of  Mill  City.     Six    men  who  graduate  in  June,   1919,    are  already   holding 

38 


;^T^K: 


THE   BLUE   JACKETS   IN   REVIEW 


39 


:i::^^^^^^ 


responsible  engineering  positions  at  good  salaries.  A  1916  graduate  in  electrical 
engineering,  in  the  employ  of  one  of  the  largest-  electrical  manufacturing  com- 
panies of  the  country,  is  in  charge  of'  the  installation  of  all  their  steam  tur- 
bines in  the  Pacific  Northwest,  including  those  used  on  turbine-driven  ships. 
An  electrical  engineering  graduate  of  1918,  is  local  manager  in  a  coast  city  for 
one  of  the  largest  electrical  companies  of  the  Northwest.  This  list  of  en- 
gineering leaders  among  recent  graduates  could  be  greatly  extended  by  in- 
cluding men  in  the  employment  of  other  states  and  of  the  Federal  government. 

Though  only  recently  established  as  a  school  at  the  College  and  training  only 
a  few  men  as  compared  with  the  hundreds  in  Agriculture  and  Engineering,  the 
School  of  Forestry  already  has  an  enviable  record  as  a  laboratory  for  educating 
men  of  leadership.     A  graduate  of  1910  is  president  of  a  bank  at 
Forestry  Linnton   that   is   doing   constructive   service   for   its   community. 

Another  1910  graduate,  who  holds  a  responsible  position  with  the 
Inland  Empire  White  Pine  Association  is  an  authority  on  timber  cruising  and 
scaling  methods.  A  graduate  of  1914,  a  captain  during  the  war,  is  an  expert 
entomologist  who  has  gained  wide  recognition  and  approval  as  an  investigator  of 
methods  of  forest-insect  control.  A  graduate  of  1916,  whose  record  as  an  officer 
of  the  regular  army  has  already  been  mentioned,  was  at  the  time  of  his  appoint- 
ment as  major  In  the  Tank  Corps  the  youngest  man  in  the  service  holding  the 
rank  of  major.  A  iqiy  graduate  of  the  School  is  holding  a  responsible  position 
with  the  Portland  Lumber  Company  at  a  salary  of  ^52400  a  year.  There  are  other 
youths  of  equally  competent  leadership. 

A  score  or  more  of  young  women  who  recently  graduated  from  the  School  of 

Home   Economics   occupy   positions   of   such   conspicuous   leadership   that   many 

educated  women  would  regard  their  attainments  and  income  as  a  professional  life 

goal.  Yet  the  young  women  themselves,  at  least  six  of  whom 
Home  ..,.,,  ,     . 

Economics  ^^^    receivmg    salaries    01    ^2000   or    more,     count    their    present 

achievements  as  only  a  beginning.  A  few  examples  follow.  Five 
young  graduates  are  employed  as  home  demonstration  agents  in  other  states, 
including  Massachusetts,  Delaware,  Iowa,  Colorado,  and  Idaho,  and  six  are 
employed  in  the  same  capacity  in  Oregon.  Seven  are  employed  on  the  faculties 
of  state  universities  or  colleges  or  as  supervisors  of  home  economics  work  in  large 
city  school  systems.  Seven  are  professional  dietitians  in  hospitals,  military  estab- 
lishments, or  Y.  M.  C.  A.  cafeterias.  Two  are  in  charge  of  Y.  W.  C.  A.  cafeterias. 
One  is  in  the  mission  field  in  Korea,  and  one  in  social  service  work  in  New  York 
City.  These  are  examples  of  professional  leadership  only.  If  civic,  social,  and 
general  educational  interests  were  considered,  this  brief  list  of  recent  graduates 
would  be  expanded  to  hundreds,  who  are  exercising  leadership  as  a  consequence 
of  their  training  at  the  College. 

The  School  of  Pharmacy  numbers  its  leaders  in  the  profession  by  the  score. 

40 


^>i^^ 


MAKING   MOLDS  IN  THE  FOUNDRY.      THE  CASTINGS  THAT  WERE  MADE  IN  THESE  MOLDS 


Especially  encouraging  is  the  number  of  recent  graduates  who  have  become  owners 
of  pharmacies,  many  of  them  by  their  own  efforts  alone.     Equally  encouraging  is 

the  fact  that  most  of  the  graduates  of  the  School  take  an  active 
Pharmacy  and  constructive  part  in  the  promotion  of  civic  and  social  interests 

in  their  communities.  Many  of  the  recent  graduates  have 
specialized  in  peculiar  fields  of  pharmaceutical  work.  One  is  consulting  chemist 
for  the  City  of  Portland.  Another,  who  is  City  Milk  Chemist  for  Portland,  has 
helped  not  only  to  regulate  the  city  milk  supply  so  that  the  metropolis  has  made 
an  enviable  record  in  clean  milk,  but  also  to  insure  clean  and  pure  food  products 
in  general.  One,  who  has  specialized  in  internal  medicine  and  public  health,  after 
graduating  from  the  Medical  College  of  the  University  of  Michigan,  became 
Director  of  the  Health  Service  at  Pennsylvania  State  College,  and  is  now  Director 
of  the  Health  Service  at  the  University  of  Michigan.  Four  recent  graduates 
who  while  in  military  service  showed  their  resourcefulness  as  pharmacists,  are  still 
retained  by  the  Government  doing  special  research  or  executive  work.  Examples 
of  leadership  could  easily  be  multiplied  by  reference  to  the  records  of  other 
graduates  of  Pharmacy,  both  men  and  women. 

Though  physical  education  is  offered  only  as  a  minor  in  connection  with  other 
courses — Home  Economics,  Commerce,  or  Pharmacy  for  women — the  instruction 
offered,  especially  in  community  games  and  sports,  and  in  public-school  exercises 
in   folk   dancing   and   playground   activities   has   in   recent   years 
Physical  equipped  many  a  young  man  or  woman  for  leadership  in  socializing 

Education  .  ^j^g  school  or  community.     New  courses  planned  to  meet  the  needs 

of  the  new  laws  requiring  physical  education  in  the  schools,  are 
already  proving  very  attractive  to  students. 

SERVICE  DEPARTMENTS 

English,  modern  languages,  art  and  architecture,  physics,  chemistry,  mathe- 
matics, and  all  the  various  courses  that  furnish  the  essentials  of  a  complete 
education,  are  part  of  the  College  curriculum  and  taught  by  competent  instructors. 
In  addition,  there  are  certain  special  fields  of  training  or  agencies  for  the  accom- 
modation of  the  student  that  deserve  a  word  of  comment. 

Physical  Education  for  both  men  and  women  is  highly  developed  at  the  College. 
Specialists  with  good  training  and  valuable  experience  direct  the  work.  Courses 
designed  to  provide  the  training  necessary  for  directing  and  teaching  the  work 
required  in  public  schools  will  be  offered  in  the  summer  session  and  continued 
throughout  the  regular  sessions  of  the  college  year. 

The  College  Health  Service  provides  the  services  of  a  resident  physician  and  a 
resident  trained  nurse  for  the  benefit  of  all  students,  without  cost  to  th  im  except 
through  the  regular  fees  collected  at  the  beginning  of  each  term. 

42 


^moizr^^^I^T^ 


MESS  IN  WALDO  HALL  AND  AT  THE  ARMORY.  S.  A.  T.  C. 
43 


REVIEW   IN   CELEBRATION   OF   THE   DEMOBILIZATION   OF   TFE   S.   A.   T.   C.   LOWER   CAMPUS 

44 


^^^SFWb 


REVIEW    IN    CELEBRATION    OF    THE    DEMOBILIZATION    OF    THE    S.  A    T.  C.      UPPER    CAMPUS 


45 


The  Student  Loa7i  Funds  provide  a  convenient  and  authoritative  means  of 
helping  worthy  and  needy  students  to  meet  obligations  that  otherwise  might 
involve  their  discontinuance  of  College  work.  The  loans,  which  aggregate 
many  thousands  of  dollars,  draw  interest  at  only  four  percent. 

Industrial  Journalism^  which  aims  to  fit  students  to  prepare  copy  for  the  press, 
especially  from  the  point  of  view  of  the  industries,  such  as  engineering,  farming, 
etc.,  is  a  regularly  established  course  at  the  College  which  may  be  pursued  as  a 
minor  in  connection  with  any  of  the  degree  courses. 

The  Reserve  Officers^  -Training  Corps  provides  the  most  approved  type  of  military 
training  designed  to  supply  officers  for  the  army.  All  students  who  join  the  corps 
have  their  military  uniforms  provided  by  the  Government,  and  all  juniors  and 
seniors  who  pursue  the  work  beyond  the  first  two  years  receive  $12.00  a  month 
for  subsistence.  As  part  of  the  R.  O.  T.  C.  a  unit  of  field  artillery,  with  an 
equipment  valued  at  $300,000,  is  established  at  the  College  beginning  this  fall. 

Music  is  taught  by  a  corps  of  accomplished  musicians  whose  special  pedagogical 
and  technical  training,  under  distinguished  masters,  makes  them  efficient  instructors 
of  their  art.  Training  in  the  band,  orchestra,  glee  club,  and  madrigal  club  is  free 
to  all  qualified  students.  For  information  concerning  terms  for  private  and  class 
instruction  consult  the  College  Catalogue. 


"^  wise  and  great  leader  lifts  his  whole  community  and  may  lift  an  entire  nation.'''' 
— Richard  T.  Ely. 

^^ Business  has  made  good  in  the  development  of  leadership.,  and  this  leadership 
is  helping  to  save  the  Government  and  the  world  for  civilization.''^ — Ely. 

^^The  more  strongly  we  advocate  extended  functions  of  government,  or  believe  a 
vast  extension  inevitable,  the  more  strongly  must  we  insist  on  sound  leadership  and 
a  broad  scope  for  sound  leadership.^'' — Ely. 

^'In  the  gigantic  struggle  the  great  need  at  this  time  is  for  trained  leadership, 
leadership  not  only  in  the  fighting  forces,  but  also  in  the  war  industries  back  of  the 
lines.     It  is  for  this  leadership  that  you  are  being  prepared.^'' — President  W.  J.  Kerr. 

''''Nations,  like  other  spiritual  institutions,  are  built  down  from  the  top.  In  the 
strengthening  of  our  country  we  must  put  our  reliance  in  strong  moral  leadership. 
This  fostering  and  choosing  of  leaders  is,  therefore,  more  important  under  our  form 
of  government  than  under  others.  It  is  a  function  which  is  prior  to  the  choice  of 
political  platforms." — President  Henry  Suzallo. 

^''The  world  is  calling  as  never  before  for  wise,  intelligent  leadership.  For  this 
leadership  she  is  looking  largely  to  the  young  men  and  women  who  are  graduating 
from  our  institutions  of  higher  learning.  What  account  will  you  give  of  yourselves 
in  taking  and  maintaining  these  positions  of  leadership  as  you  go  out  into  the  world? 
To  what  extent  will  you  justify  the  investment  that  has  been  made  in  you?" — President 
W.  J.  Kerr. 

46 


^-<^i^^v^-. — ^ 


GUARD    MOUNT,    A   DAILY   CEREMONYj  IN    WHICH   THE   BAND    AND    THE   BUGLE   CORPS 

PARTICIPATED 


A    TRAINING    DETACHMENT    READY   TO   MARCH,    AND   AT    "RETREAT' 

48 


C()URS1<:S   OF   STUDY 

The  Oregon  Agricultural  College  oifers  the  following  courses  of  study,  each  of 
which  extends  over  four  years  and  leads  to  the  degree  of  Bachelor  of  Science: 

(Arranged  alphabetically  by  schools  and  departments.) 

IN  THE  School  of  Agriculture,  major  courses  in — 

(a)  Agriculture  (general)  (h)  Farm  Crops 

(b)  Agricultural  Chemistry  (i)  Farm  Management 

(c)  Animal  Husbandry  (j)  Farm  Mechanics 

(d)  Bacteriology  (k)  Horticulture 

(e)  Botany  and'  Plant  Pathology  (1)  Poultry  Husbandry 

(f)  Dairy  Husbandry  (m)  Soils 

(g)  Entomology  (n)  Zoology  and  Physiology 

IN  THE  School  of  Commerce,  major  courses  in — 

(a)  Accounting  and  Business  Management         (c)        Government  and  Business  Law 

(b)  Economics  and  Sociology  (d)        Stenography  and  Office  Training 

IN  THE  School  of  Engineering,  major  courses  in — 
(a)        Civil  Engineering  (b)        Electrical  Engineering 

Highway  Engineering  (c)        Mechanical  Engineering 

Irrigation  Engineering  (d)        Industrial  Arts 

Structural  Engineering 

IN  THE  School  of  Forestry,  major  courses  in — 
(a)        General  Forestry  (b)        Logging  Engineering 

in  the  School  of  Home  Economics,  major  courses  in — 

(a)  Household  Art  (c)        Household  Administration 

(b)  Household  Science  (d)        Institutional  Management 

IN  the  School  of  Mines,  major  courses  in — 

(a)  Ceramic  Engineering  (c)        Mining  Engineering 

(b)  Geology 

IN  the  School  of  Pharmacy,  a  course  in — 
(a)        Pharmacy 

in  the  School  of  Vocational  Education,  major  courses  in — 

(a)  Agricultural  Education  (c)        Home  Economics  Education 

(b)  Commercial  Education  (d)        Industrial  Education 

in  the  department  of  Chemical  Engineering,  a  course  in — 
(a)        Chemical  Engineering 

In  addition  to  the  above  baccalaureate  courses,  provision  has  been  made  for 
the  following: 

1.  A  two-years  course  In  Pharmacy  leading  to  the  degree  of  Ph.  G.,  and 

2.  Vocational  courses,  varying  in  length  from  very  short  courses  In  tractor  operation  (four  to 
thirteen  weeks)  and  auto  mechanics  (twelve  to  thirty-six  weeks  or  more)  to  the  more  extended  courses 
In  business,  dietetics,  and  mechanic  arts,  which  extend  to  two  years  or  more.  The  object  of  all  this 
training  Is  to  enable  students  to  get  from  the  College,  In  the  shortest  time  consistent  with  efficiency, 
such  practical  help  as  will  enable  them  to  go  back  to  their  work  with  enlarged  resources  and  power  to 
advance.  Vocational  work  Is  offered  In  Agriculture,  Commerce,  Dairying,  Dietetics,  Home-Making, 
and  Mechanic  Arts.     Write  for  Information. 

The  SCHOOL  OF  MUSIC,  an  affiliated  self-supporting  department,  offers  Instruction  In  voice, 
piano,  pipe-organ,  violin,  orchestra,  and  band  Instruments. 

THREE  TERMS  OF  STUDY.  The  college  year  Is  now  divided  Into  three  terms  of  twelve 
weeks  each.    The  fall  term  begins  September  22,  1919. 


BIRDSEYE  VIEW  OF  CAMPUS 


OREGON  AGRICULTURAL  COLLEGE  BULLETIN 

NO.   305.  ISSUED  SEMI-MONTHLY.  MAY   1,    1919 


Entered  as  Second  Class  Matter  May  9,  1916,  at  the  Postoffice  at  Corvallis, 
Oregon,  under  the  Act  of  Aug.  24,  1912 


JAMES,    KERNS  &  ABBOTT  CO.,   PORTLAND,  ORE. 


